Project Teaching Design And Empirical Research Of High School Geography Based On Cultivation Of Comprehensive Thinking Ability

In order to meet the requirements of the comprehensive quality of the people in the 21 st century,the Ministry of Education proposed to deepen the curriculum reform comprehensively to implement the fundamental task of cultivating morality and cultivating people,aiming at improving students’ innovative ability and cooperative exploration ability,so as to achieve the core quality goal emphasized in the curriculum standard.It should be said that the deepening of curriculum reform has put forward higher requirements for front-line teachers.Teachers have also begun to devote themselves to the research of how to improve students’ core literacy through curriculum reform,and many teachers have made various attempts in the teaching process.In spite of this,the teaching mode that can significantly improve students’ core literacy in geography is still being explored.As one of the core qualities of high school geography,comprehensive thinking ability is the thinking quality of students to reveal the nature and phenomenon of geographical things comprehensively and systematically,and is one of the most critical qualities high school students should have.But the traditional teaching mode can not meet the requirements of students’ comprehensive thinking ability.Therefore,it is urgent to explore a new teaching mode,and the emergence of project-based teaching to meet the demand for new teaching mode.In this way,it not only promotes the diversification of geography classroom teaching mode,but also seeks new ideas for cultivating comprehensive geographical thinking.However,how to carry out project-based teaching and how to improve the teaching effect still need to be further discussed by teachers.Through literature method,questionnaire survey method,classroom observation method,case study method and statistics method,based on the correlation between project-style teaching and the cultivation of comprehensive geographical thinking,this paper constructs the project-style teaching design process of high school geography,and designs and practices the teaching cases of physical geography and human geography respectively according to Geography 1 and Geography 2 of the human edition high school geography textbook.Based on the practical results,the author analyzes its effectiveness and puts forward the project teaching design strategy and implementation strategy.The main conclusions are as follows:(1)After analyzing the survey results of students,it is found that:(1)More than 69% of students like geography,indicating that geography is highly popular;(2)42% of the students said that they strongly dislike the current teaching mode,32% do not like it very much,and only 20% of the students like the current teaching mode.(3)As a new teaching mode,70% of students said that they could try to complete the tasks of project-based teaching activities,which indicates that students generally accept this teaching mode.Because project-based teaching is a relatively new way of learning,it is innovative for both teachers and students;(4)Students know little about the comprehensive thinking ability,and even a small number of students have never heard of it,which indicates that students lack the cognition of the core quality of geography,and also shows that teachers do not instill the thought of geography to students in their teaching.(2)After analyzing the survey results of teachers,it is found that:(1)28% of teachers say they have never heard of comprehensive thinking,and 35% of teachers only know a little about comprehensive thinking;(2)34% of teachers basically do not use project-based teaching,only 37% of teachers occasionally use project-based teaching,through more understanding of "project-based teaching",most teachers still recognize project-based teaching;(3)Some teachers believe that project-based teaching is limited by fewer teaching hours,and they cannot spare enough time for project-based teaching.In addition,some teachers express that they are not willing to carry out project-based teaching,which may be because the school conditions do not allow it or because of the teachers’ own conditions.(4)All the surveyed teachers believed that the teaching content about the composition and synthesis of various elements of the natural environment can cultivate students’ comprehensive thinking well,and the teachers believed that the teaching content about the movement and change of earth materials can cultivate students’ comprehensive geographical thinking.This indicates that the content of project-based teaching is close to that of the cultivation of comprehensive geographical thinking,that is,most teachers believe that project-based teaching can cultivate students’ comprehensive geographical thinking ability.(3)The basic process of project-based instructional design is preliminatively constructed.The process of project teaching is divided into three stages,including project design,project implementation and project evaluation.In the project design stage,the theme,objectives and tasks of the project should be defined.In the project implementation stage,the project teaching,project achievement display and evaluation should be made.Finally,the project evaluation should be made.According to this process,"air pollution" and "traffic congestion" are taken as the project-based teaching cases of physical geography and human geography respectively,and compared with the traditional teaching mode.(4)By carrying out project-based teaching with the themes of "air pollution" and "urban traffic congestion",it is found that: before project-based teaching,the differences of overall comprehensive thinking and three-dimensional comprehensive thinking between the experimental class and the control class are small;After the implementation of project-based teaching,there are obvious differences in the overall comprehensive thinking and three-dimensional comprehensive thinking between the experimental class and the control class.The experimental class using project-based teaching has significantly improved its overall comprehensive thinking and three-dimensional comprehensive thinking ability,while the control class using the traditional teaching mode has not significantly improved its overall comprehensive thinking and three-dimensional comprehensive thinking ability.It can be seen that project-based teaching is effective and effective in improving students’ comprehensive thinking.(5)In the process of project-based teaching,project design should be based on social problems,curriculum standards and learning conditions.In addition,in order to ensure the effectiveness of project-based teaching,the time of the project,the grouping of students and the identity of teachers and managers should be reasonably arranged during the implementation of the project.